Review of research on teachers' pedagogical judgments, plans, and decisions
In this paper, research on teacher's judgments and instructional planning and their decision making during classroom interaction is reviewed. The need for research on teaching to examine not only teachers' behavior but also their judgments, plans, and decisions and the relationship of these to behavior is justified on several grounds. First, a solely behavioral model is conceptually incomplete because it cannot account for predictable behavioral variations among teachers arising from difference in their goals, judgments, and decisions. A second justification is that research linking teachers' intentions to their behavior will provide a sound basis for educating teachers and implementing educational innovations. (author).
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